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    Åđ Åb Ďød
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    Open systems are more appropriate models for educational institutions than closed systems. As educational institutions are linked to their communities through activities and decision-making, an open system allows for easy communication of policies and resources between the institution and outside groups. In an open system, departments can work interdependently to improve teaching and learning. The interaction between students and teachers leads to outputs like knowledge, skills, and attitudes that then feedback into the system as new inputs, fueling its continued operation. Unlike closed systems, open educational systems transform energy into new outputs, export products into the environment to fuel further cycles of activity, and specialize their functions over time.

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    Open systems are more appropriate models for educational institutions than closed systems. As educational institutions are linked to their communities through activities and decision-making, an open system allows for easy communication of policies and resources between the institution and outside groups. In an open system, departments can work interdependently to improve teaching and learning. The interaction between students and teachers leads to outputs like knowledge, skills, and attitudes that then feedback into the system as new inputs, fueling its continued operation. Unlike closed systems, open educational systems transform energy into new outputs, export products into the environment to fuel further cycles of activity, and specialize their functions over time.

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    2 views1 page

    Document 7

    Uploaded by

    Åđ Åb Ďød
    Open systems are more appropriate models for educational institutions than closed systems. As educational institutions are linked to their communities through activities and decision-making, an open system allows for easy communication of policies and resources between the institution and outside groups. In an open system, departments can work interdependently to improve teaching and learning. The interaction between students and teachers leads to outputs like knowledge, skills, and attitudes that then feedback into the system as new inputs, fueling its continued operation. Unlike closed systems, open educational systems transform energy into new outputs, export products into the environment to fuel further cycles of activity, and specialize their functions over time.

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    © All Rights Reserved
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    Open system model is more appropriate for educational institution then closed system.

    as it is normally
    known that educational institutions are directly linked with the community through various activities
    and decision-making structures. The educational policies state gives resources from the government side
    also easily communicated and provided through an open system. in this regarded open system model
    created a boundary that can easily link the outside environment with the inside this system of
    interaction is mutually dependent on each other and are highly interactive through an open system
    models. Open system in educational institution allows the different departments to work together in an
    interdependent manner This interdependency improves the overall activities of the teaching and
    learning process. in educational institution the interaction between student and teacher is part of the
    transformation process. from this interaction the output can be students knowledge, skill, abilities and
    attitudes. The output on the other hand is changed into inputs and continues to contribute energy to
    the institution system in the form of one or more resources. so, this productive interaction is mainly
    made in an open system model. Taking the above idea as a springboard, it is possible to conclude in
    what Kahn(1966) presented. Unlike closed system open system for educational institutions have the
    following attributes.

    1.in an open educational institutions energy is transformed something new is produced.

    2. a product is transported into the environment

    3. the pattern of energy exchange is cyclical. The product that is exported into the environment is
    the source of energy for reptation of cycle of activities.

    4. the system aims to maximize its ratio of imported to expended energy.

    5. the system exhibits differentiation, a tendency toward increased complexity through


    specialization.

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